Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach

Abstract

This paper draws from our experiences of an EU Life Long Learning Programme Project: GATE Understanding Dyslexia Phenomena Between Pre-Primary And Primary (2009–2011) to discuss different conceptual positions concerning dyslexia. It compares medical notions of dyslexia with perspectives from childhood and disability studies to question the ways in which we encourage children, parents and professionals to understand dyslexia in educational settings. In so doing, it highlights a contrast between medical literature, social model perspectives and practical approaches among the contrasting work contexts of the partners of the GATE project. The paper indicates that the GATE partners found there was a lack of clarity concerning theory and policy on dyslexia across their countries. The paper compares different practices concerning dyslexia in Bulgaria, Spain, Italy, Turkey and Scotland and concludes there is a need to balance out impairment-specific approaches with those that are based on more political notions of inclusion, community and relationship-building.

Keywords:

• inclusion
• education
• dyslexia
• childhood
• disability
• integration

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Notes on contributors

John M. Davis is Professor of Childhood Inclusion at the Institute of Education, Community and Society, Moray House School of Education, the University of Edinburgh. His research has analysed children and young people's perspectives of participation, inclusion, social justice and integrated working. His work has also examined international approaches to multi-professional learning, creativity and innovation and been utilised in a range of national and international policy and practice contexts.

Pamela Deponio is Programme Director of the Masters Programmes in Additional Support for Learning at the Institute of Education, Teaching and Leadership, Moray House School of Education, the University of Edinburgh. She has considerable experience of developing research, publications and resources on assessment, transition and support of disabled pupils and her work encourages professionals to move beyond labelling approaches by promoting a holistic approach to inclusive education.